McKenna, Kelly, Pouska, Beth, Moraes, Marcia C., and Folkestad, James E.
Contemporary Educational Technology, v10 n3 p214-228 2019. 15 pp.
Learning Analytics, Critical Thinking, Reflection, Feedback (Response), Integrated Learning Systems, Teaching Methods, Tests, Visualization, Data, Educational Technology, Technology Uses in Education, Online Courses, Adult Students, College Students, and Electronic Learning
Accessible learning analytics available from the data within learning management systems, can assist with teaching and learning practices, but often this data is difficult to interpret. Learning analytics, specifically those presented in visual-form, can provide information that supports learners' reflection and guides them to the necessary changes that lead to successful self-regulated learning. This research study utilized photo-elicitation methods to prompt learners' reflections of their self-regulated retrieval practice activities, quiz-based learning opportunities, which were qualitatively analyzed. A tool, U-Behavior, was created which was designed to extract students attempt data on the retrieval practice activities which were presented to students as opportunities to study the course content rather than as evaluations of understanding. Upon completion of the retrieval practice activities, learners were presented with their personalized learning analytics in visual-form and prompted to reflect on their learning. Visual-form learning analytics create opportunities for feedback and critical reflection for both instructors and learners and improve student learning. Analysis of the visual-form learning analytics and corresponding reflections highlighted learners' understanding of high-impact learning practices, the realization of intended study behaviors versus engrained behaviors, high score orientation, and a focus on comparisons.
Clegg, Benjamin A., McKernan, Brian, Martey, Rosa M., Taylor, Sarah M., Stromer-Galley, Jennifer, Kenski, Kate, Saulnier, E. Tobi, Rhodes, Matthew G., Folkestad, James E., McLaren, Elizabeth, Shaw, Adrienne, and Strzalkowski, Tomek
In 6th International Conference on Applied Human Factors and Ergonomics (AHFE 2015) and the Affiliated Conferences, AHFE 2015, Procedia Manufacturing 2015 3:1558-1565
Sencindiver, Benjamin D., Pilgrim, Mary E., and Folkestad, James E.
Conference Papers -- Psychology of Mathematics & Education of North America; 11/15/2018, p1255-1258, 4p
SELF-culture, CALCULUS education, STEM education, ACADEMIC achievement, and METACOGNITION
Calculus 1 has been and continues to be a key gateway course to STEM majors, which contributes to a loss of students in the STEM pipeline. Self-regulated learning (SRL) competencies have widely been found to be related to academic achievement (e.g. Zimmerman, Moylan, Hudesman, White, & Flugman, 2011), though common tools to measure SRL have fallen under scrutiny (Winne & Jameison-Noel, 2002). Ways in which students interact in the learning process impacts performance and, in turn, the student experience. Using an SRL framework, online tools were designed to collect data that can be interpreted to create a behavioral SRL score based on in-course student activity. This brief report presents initial findings on the relationship between a behavioral SRL score and academic achievement in Calculus I. [ABSTRACT FROM AUTHOR]
Hussin, Ahamad, Folkestad, James E., and Makela, Carole
Journal on School Educational Technology, v9 n2 p8-18 Sep-Nov 2013. 11 pp.
Visual Impairments, Student Experience, Assistive Technology, Audio Books, Phenomenology, Secondary School Students, Usability, Familiarity, Technological Literacy, Accessibility (for Disabled), Media Adaptation, Design Preferences, Technical Support, Faculty Development, Semi Structured Interviews, Student Attitudes, Foreign Countries, and Malaysia
This study was conducted to explore the experiences of Malaysian secondary students with visual impairments in using digital talking textbooks (DTTs) to assist their learning. Data were obtained from individual in-depth interviews. An interpretative phenomenological analysis (IPA) was used to understand the findings and confirm the emergent themes. Six super-ordinate themes emerged from the interview transcripts: (a) functionality, (b) user support, (c) knowledge/familiarity, (d) challenges of access, (e) alternative, and (f) adaptation of DTTs are discussed. In conclusion, four high-level recommendations are made for future DTT design: 1) design based on current and projected work habits of students, 2) develop proactive user support, 3) teacher training, and 4) design based on adaptation and flexibility.
Digital media applications (DMAs) have emerged in abundance over the last ten years. Enabled by exponential growth in computing power and inexpensive data storage, these applications are easy to use and inexpensive (often free) to own. DMAs not only allow users to produce digital content efficiently they allow users to exploit the connective power of the Internet to distribute their work. These affordances are allowing users to connect with others in significant ways enabling entirely new ecosystems built around collaborative learning and discovery. The purpose of this article is to build a linkage between the interactivity of digital media applications and an ecological model of learning that is also built on the concept of interactivity. The ecological model postulates that the learner interacting with the environmental conditions is important to learning. The paper describes the ecological model of learning and how the "subsystems" of the model can serve as an evaluation rubric for DMAs. The authors conclude that developers of DMAs are creating environmental conditions conducive to learning based on ecology. Based on this analysis they provide several recommendations for selecting applications for learning and for strengthening these learning environments.
Journal on Educational Psychology, v2 n3 p34 Nov 2008-Jan 2009. 14 pp.
Mass Instruction, Content Analysis, Web 2.0 Technologies, Multiple Intelligences, Learning Theories, Web Sites, Cognitive Style, Educational Technology, Web Based Instruction, and Coding
Is the world "flat" or is the world "spiky"? Although leading authors and thinkers [Florida, 2005] struggle to find the perfect metaphor for describing our 21st century global ecosystem, there is agreement that the landscape is shifting. There is overwhelming agreement that our current education system was designed and continues to operate on an antiquated industrial model. To meet efficiencies, instruction is produced for batch delivery. This mass-delivery method inevitably will emphasize one learning style (i.e., visual, auditory) and be taught through the lenses of one intelligence (i.e., logical mathematical). This causes failure-to-strive syndrome in many students as the ecosystem fails to provide them the proper support that nurtures and rewards their individual learning needs. (Beilke & Peoples, 1997; Brown & Adler, 2008; Gardner, 2007; Pink, 2006; Robinson, 2001). Emerging technologies (Web 2.0) have the potential to deliver learning that is highly customized to individual interests and intelligences (Christensen, Horn, & Johnson, 2008). This paper reports on a content analysis of website descriptions of the top 100 Web 2.0 learning tools as identified by the Center for Learning and Performance Technologies. Emergent themes are reported and deductive coding--based on Howard Gardner's seven intelligences--is used to refine thematic information.
Journal of Educational Technology, v5 n1 p38-48 Apr-Jun 2008. 11 pp.
Skilled Workers, Labor Force, Computer Assisted Instruction, Computers, Higher Education, Employees, Creativity, Web 2.0 Technologies, Case Studies, Undergraduate Students, Employment, Innovation, Economics, Economic Development, Observation, Colorado, and Georgia
Global communication, international workflow, and connected learning are converging to realign power, wealth, and work. As Friedman (2006) explained, many forces are coming together to cause a flattening or leveling effect of the world's workforce. This has allowed many skilled workers from emerging nations to enter the workplace and compete for jobs that were traditionally held by only a few wealthy industrial nations. Although the playing field is being leveled for some occupations, Florida (2005) convincingly argues that the international economic landscape is becoming spiky with innovations being concentrated in a few urban centers. These urban centers provide the new creative class with ecosystems that enable their prosperity. Innovations are improved and brought to market more quickly in settings where talented people collocate (Florida 2005). It is vital that graduates enter the workforce prepared to orchestrate globally distributed work using computer-based communication systems and know how to engage creatively in collocated activities. Despite these demands on our graduates, many university computer laboratories are sociofugal environments (environments that discourage social interaction), fostering the individual consumption of information versus collaboration. This paper examines the college computer lab as an ecological system that may impede transference of critical 21st century sociocutural norms and workplace skills.
Shaw, Adrienne, Kenski, Kate, Stromer-Galley, Jennifer, Mikeal Martey, Rosa, Clegg, Benjamin A., Lewis, Joanna E., Folkestad, James E., and Strzalkowski, Tomek
Journal of Media Psychology: Theories, Methods, and Applications; 2016, Vol. 30 Issue: 1 p16-28, 13p
Abstract.As research on serious games continues to grow, we investigate the efficacy of digital games to train enhanced decision making through understanding cognitive biases. This study investigates the ability of a 30-minute digital game as compared with a 30-minute video to teach people how to recognize and mitigate three cognitive biases: fundamental attribution error, confirmation bias, and bias blind spot. We investigate the effects of character customization on learning outcomes as compared with an assigned character. We use interviews to understand the qualitative differences between the conditions. Experimental results suggest that the game was more effective at teaching and mitigating cognitive biases than was the training video. Although interviews suggest players liked avatar customization, results of the experiment indicate that avatar customization had no significant effect on learning outcomes. This research provides information future designers can use to choose the best medium and affordances for the most effective learning outcomes on cognitive processes.
The strategic integration of rapid prototyping and rapid tooling is being used for getting product to the market quickly by resolving a long-standing conflict between design and manufacturing. Currently rapid tooling can be produced at such reduced cost and time that the tool is considered to be disposable. The ability to produce inexpensive tooling allows the life cycle to be fundamentally changed, incorporating the concept and tooling review into one development phase and allowing both design and manufacturing requirements to be identified. This approach has allowed management to release product based on competitive market strategy rather than an estimated deadline. [ABSTRACT FROM AUTHOR]
Journal of Industrial Teacher Education, v37 n4 p5-23 Sum 2000.
Cognitive Processes, Research and Development, Research Utilization, Student Projects, Teaching Methods, Technology Education, Theories, and Theory Practice Relationship
Design characteristics and instructional practices in exemplary technology education accord with cognitive science perspectives on learning, knowledge, and instruction, e.g., collaborative learning, socially distributed expertise, student as designer, and project-based learning. Teachers should examine the degree to which cognitive science theory is practiced in classrooms and identify obstacles to doing so. (SK)